This article provides early elementary school teachers with specific strategies to support the diverse needs of children who are vulnerable for failure in school. Children who are vulnerable include those who have an increased risk for failure because of specific characteristics that have been found to predict problems in school, such as poverty. A theoretical framework is provided to illustrate the multiple and interactive influences affecting children who are vulnerable. Specific strategies for establishing relationships, addressing the needs of children who exhibit challenging behavior, and supporting language development are discussed. (Author)